DATED MATERIAL:OPEN IMMEDIATELY
CLOSING DATE:July30, 2012
FORM APPROVED —OMB No. 1820-0028, EXP. DATE: 07/31/2013
U.S. Department of Education
Office of Special Education & Rehabilitative Services
Office of Special Education Programs
Washington, D.C. 20202
Fiscal Year 2012
Application for New Grants underthe
Individuals with Disabilities Education Act(IDEA)
Personnel Development to
Improve Services and Results for Children with Disabilities
(CFDA 84.325)
Applications for New Awards;
National Center for Development of Coursework and Training Modules to
Improve Services and Results for
Children with Disabilities
(CFDA 84.325E)
Grant Application PackageCFDA 84.325E
Contents
Applicant Letter...... A
Notice Inviting Applicants...... A
Federal Register Notice...... A6
Submission Procedures and Tips for Applicants...... A39
Priority Description and Selection Criteria...... B
National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities(CFDA 84.325E) B2
Selection Criteria and Format for the Applications for New Awards;
National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities(CFDA 84.325E) Competition B14
General Information onCompleting an Application...... C
Application Transmittal Instructions and Requirements for Intergovernmental Review..D
Appendix...... D
Intergovernmental Review of Federal Programs...... D
State Single Points of Contact (SPOCs)...... D
Notice to All Applicants Ensuring Equitable Access and Application Forms and Instructions E
Part I: Application for Federal Assistance (SF-424)...... E
Part II: Budget Information (Form 524)...... E
Part III: Application Narrative...... E
Part IV: Assurances and Certifications...... E
Assurances—Non-Construction Programs...... E
Certification Regarding Lobbying...... E
Disclosure of Lobbying Activities...... E
Survey on EnsuringEqual Opportunity for Applicants...... E
DUNS Number Instructions...... E
Grant Application Receipt Acknowledgement...... E
Grant and Contract Funding Information...... E
Grant Application PackageCFDA 84.325E
Paperwork Burden Statement
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1820-0028.The time required to complete this information collection is estimated to average 45 hours and 40 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to:
U.S. Department of Education
Washington, DC 20202-4651
If you have comments or concerns regarding the status of your individual submission of this form, write directly to:
Office of Special Education Programs
U.S. Department of Education
400 Maryland Ave. SW, PCP4106
Washington, DC 20202-2600
Grant Application PackageCFDA 84.325E
Applicant Letter
A-1
Grant Application PackageCFDA 84.325E
Dear Applicant:
This application packet contains information and the required forms for you to use in submitting a new application for funding under one program authorized by the Individuals with Disabilities Education Act (IDEA). This packet covers one competition under the PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES (CFDA 84.325) program--Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities--National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (CFDA No. 84.325E).
An application for an award must be: (1) hand-delivered, submitted electronically or mailed by the closing date; and, (2) for paper applications, have an original signature on at least one copy of the assurances and certifications (Part IV of the application form). It is also important to include the appropriate Catalog of Federal Domestic Assistance (CFDA) numeric and alpha in Item #11 on ED Form 424 (National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities, CFDA No. 84.325E) for paper applications.
Please note the following:
•APPLICATION SUBMISSION.
Based on the precautionary procedures the U.S. Postal Service is using to process mail, we are experiencing delays in the delivery of mail to the Department. Therefore, you may want to consider sending your application by overnight courier or submitting your application electronically.
•GRANTS.GOV APPLICATION SUBMISSION.
Applications for grants under this competition may be submitted electronically using the Grants.gov Apply site ( read carefully the document that we have included on page A-39-41, which includes helpful tips about submitting electronically using the Grants.gov Apply site. Also, applicants are required to upload their attachments in .pdf format only. Please note that you must follow the Application Procedures as described in the Federal Register notice announcing this grant competition.Information (including dates and times) about how to submit your application electronically, or by mail or hand delivery, can also be found in section D-1 of this application package, Application Transmittal Instructions and Requirements for Intergovernmental Review.Additional instructions for sending applications electronically are provided on page E-4, Application Forms and Instructions for Grants.gov Applications.
•MAXIMUM AWARD AMOUNT.
In addition to providing detailed budget information for the total grant period requested, the competitions included in this package have maximum award amounts. Please refer to the specific information for the priority/competition to which you are submitting an application (i.e., Section B of this package). Please be advised that for the priority in this package, the maximum award amount covers all project costs including indirect costs.
•STRICT PAGE LIMITS.
The competitions included in this package limit the Part III Application Narrative to a specified number of double-spaced pages. This page limitation applies to all material presented in the application narrative.(Please refer to the specific requirements on page limits for the priority/competition to which you are submitting an application, Section B of this package). The Department will reject, and will NOT consider an application that does not adhere to the page limit requirements for the competition.
•FORMAT FOR APPLICATIONS.
Additional information regarding formatting applicationshas been included on Pages C-3 and C-4 of the “General Information on Completing an Application” section of this package.Please note that charts, tables, figures, graphs, and logic models can be single spaced and placed in an Appendix A.Reviewers will be instructed to review the content of Appendix A as they do the application narrative but will not be required to review any other appendices.Appendix A is to be used only for charts, tables, figures, graphs, and logic models that provide information directly relating to the application requirements for the narrative—it should not be used for supplementary information.
•PROTECTION OF HUMAN SUBJECTS IN RESEARCH.
The discretionary grant Application Form SF 424 requires applicants to indicate whether they plan to conduct research involving human subjects at any time during the proposed project period. The Protection of Human Subjects in Research Attachment is an integral part of the SF 424 form. It includes information that applicants need to complete the protection of human subjects item and, as appropriate, to provide additional information to the Department regarding human subjects research projects. Additional information on completing the protection of human subjects item is also available and can be accessed on the INTERNET at:
•RESPONSE TO GPRA.
As required by the Government Performance and Results Act (GPRA) of 1993 OSEP has developed a strategic plan for measuring GPRA performance. The program included in this announcement is authorized under Part D - National Activities to Improve Education of Children with Disabilities of the Individuals with Disabilities Education Act. The Office of Special Education Programs (OSEP) will collect information to assess progress and performance. See Performance Measures included in the Priority Description section of this application package.Applicants are encouraged to consider this information as applications are prepared.
•COPIES OF THE APPLICATION.
Current Government-wide policy requires that an original and two copies need to be submitted. OSEP would appreciate receiving three additional copies to facilitate the peer review process. This would mean an original and two copies need to be submitted and we would appreciate your voluntarily submitting an additional three copies (six applications in all).If you are submitting your application electronically, you do not need to submit paper copies of the application. Please note: If an application is recommended for funding and a grant award is issued, we will contact the applicant to request an electronic copy of the application in MS Word or a PDF file. The Department is moving toward an electronic grant filing system and an electronic copy of all applications that are being funded will facilitate this effort.
A contact person is available to provide information to you regarding this competition. Please refer to the name of the program contact at the end of the priority description. OSEP also provides information on developing performance measures and logic models at to assist you in preparing a quality application.For information about other U.S. Department of Education grant and contract opportunities, we encourage you to use the Department's grant information web page which can be accessed on the INTERNET at:
We appreciate your efforts to improve the provision of services for individuals with disabilities.
Sincerely,
/s/
Lawrence J. Wexler, Ed.D.
Director
Research to Practice Division
Office of Special Education Programs
A-1
Grant Application PackageCFDA 84.325E
Notice Inviting Applicants
A-1
Grant Application PackageCFDA 84.325E
Federal Register Notice
4000-01-U
DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities—National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities
AGENCY: Office of Special Education and Rehabilitative Services, Department of Education.
ACTION: Notice.
Overview Information:
Personnel Development to Improve Services and Results for Children with Disabilities—National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities
Notice inviting applications for new awards for fiscal year (FY) 2012.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.325E.
Dates:
Applications Available: June 19, 2012.
Deadline for Transmittal of Applications: July 30, 2012.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program:
The purposes of this program are to
(1) help address State-identified needs for highly qualified personnel in special education, related services, early intervention, and regular education to work with children, including infants and toddlers, with disabilities; and
(2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
Priorities:
In accordance with 34 CFR 75.105(b)(2)(iv), this priority is from allowable activities specified in the statute (see sections 662 and 681 of the Individuals with Disabilities Education Act (IDEA)).
Absolute Priority:
For FY 2012 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority.
This priority is:
National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (84.325E).
Background:
The purpose of this priority is to fund a cooperative agreement to support the establishment and operation of a National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities.
Educator effectiveness is a key factor in improving developmental and learning outcomes (e.g., academic, social, emotional, behavioral) for all children, including children with disabilities (birth through age 21); supporting a child’s growth toward improved developmental and learning outcomes; and supporting the families of children with disabilities (Jaquith, Mindich, Wei, & Darling-Hammond, 2010; Institute of Medicine (IOM) and National Research Council (NRC), 2012). Use of evidence-based instructional and intervention practices by educators also is linked to improved outcomes for children, including children with disabilities (Blanton, Pugach, & Florian, 2011). Given the importance of educator effectiveness and evidence-based practices in advancing the development and learning of children, it is essential that all educators have the knowledge and skills necessary to use specific, evidence-based instructional and intervention practices to teach diverse learners and ensure that all students, including children with disabilities, can achieve grade-level college- and career-ready standards (Blanton et al., 2011). Educators also must know how to continuously monitor children’s progress, make data-based decisions, and work collaboratively with other educators, related services providers, and families to use assessment data to adjust instruction and implement interventions accordingly to effectively teach diverse learners.
To ensure that educators have the knowledge and skills needed to improve development and learning outcomes for children with disabilities, it is also widely recognized that there is a significant need to improve educators’ use of evidence-based practices and that this can be achieved by strengthening the coursework[1] in preservice preparation programs and professional development provided to practicing educators. Policymakers, researchers, and practitioners have called for strengthening preservice preparation and professional development for all educators[2] to ensure that educators have the knowledge and skills necessary to effectively meet the needs of diverse learners and improve outcomes for all children (Blanton, et al., 2011; U.S. Department of Education, 2010b). A recent U.S. Government Accountability Office (GAO) study (GAO-09-573) underscored the ongoing challenges preservice preparation programs have in preparing educators for instructing children with disabilities. The study noted that nearly half of the institutions of higher education (IHEs) surveyed reported receiving assistance from the Department to prepare educators to work with children with disabilities. The majority of IHEs, however, indicated that they could benefit from more information and other technical assistance (TA) related to reforming curricula, identifying evidence-based instructional and intervention practices for working with children with disabilities, and strengthening faculty knowledge of evidence-based practices to meet the developmental, learning, and instructional needs of children with disabilities. Similarly, an examination of professional learning opportunities for educators in the United States indicated the need for critical changes to providing professional development to practicing educators (Wei, Darling-Hammond, & Adamson, 2010). For example, current approaches for providing professional development still rely heavily on some of the least effective approaches to professional development (e.g., short-term, fragmented, and episodic approaches, such as providing instructional content through workshops) that offer little depth in content and few opportunities to integrate learning into practice (Bruder, Mogro-Wilson, Stayton, & Dietrich, 2009; Wei et al., 2010).
Just as the need to strengthen the coursework in preservice training programs and professional development opportunities for practicing educators has grown, so too has the need for changes in how this coursework and professional development are delivered. The National Education Technology Plan (NETP) calls for using the power of technology to provide professional learning opportunities to support educators’ continuous professional growth throughout the course of their careers and across all levels of the education system (U.S. Department of Education, 2010a). By using existing and emerging technologies such as application software, social media, and mobile technologies, innovative teaching and learning tools can be developed, and opportunities for disseminating coursework and professional development can be expanded to preservice and practicing educators who live or teach in places where access to high-quality coursework and professional development may not otherwise be available (e.g., high-poverty, rural, or hard-to-reach locations). In addition, educators who have disabilities would benefit from the increased accessibility that technology can provide. Furthermore, for directed (e.g., instructor-led, person-to-person), self-directed (e.g., independent study, asynchronous on-line course), and blended (online and in-person) learning environments, technology can transform the delivery of coursework in preservice preparation and professional development programs. For example, in preservice programs, technology can be used to show real-time or recorded video of educators using evidence-based practices in classroom settings and to connect instruction to field-based learning and real-world practice through the use of virtual classrooms or authentic learning activities (U.S. Department of Education, 2010a). For practicing educators, technology-based learning systems can expand professional development options and provide opportunities to collaborate with peers and leaders (e.g., content-experts, administrators, mentors) in other locations and to receive immediate feedback and instructional support (U.S. Department of Education, 2010a).
The Office of Special Education Programs (OSEP) currently funds two personnel preparation centers focused on developing and disseminating exemplary training modules on evidence-based practices to build the capacity of, and strengthen professional development for, both preservice and practicing educators. The training modules developed by these centers have been discrete, self-contained units of instruction designed to increase educators’ knowledge or skills that can stand alone or be used in combination with other components. The grants for both centers are scheduled to end in FY 2012.
One of these centers, the IRIS Center for Training Enhancement (IRIS Center), focuses its TA on preparing kindergarten through grade 12 (K-12) regular and special education personnel to ensure that local educational agencies (LEAs) and schools have personnel with the capacity to provide evidence-based instruction. It also focuses on promoting access to, and greater participation and progress in, the general education curriculum in the least restrictive environment for students with disabilities. For more information about the work of this center, see
Beginning in 2006, OSEP funded CONNECT: The Center to Mobilize Early Childhood Knowledge (CONNECT) to develop Web-based instructional resources, including training modules, for faculty and other professional development providers. This center’s instructional resources focus on evidence-based intervention practices for infants, toddlers, and preschool children with disabilities and their families who are served in a variety of learning environments and inclusive settings. For more information on this center, see